• Title, Summary, Keyword: Attitudes Toward English Learning

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The Effects of Attitudes Toward Culture and Motivation on Military Cadets' English Achievement (문화에 대한 태도와 학습동기가 사관생도의 영어 성취도에 미치는 영향)

  • Jung, Han-ki
    • Cross-Cultural Studies
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    • v.19
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    • pp.313-338
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    • 2010
  • Attitudes toward target language culture and motivation have been known as important factors in second or foreign language learning. In this study, cadets' attitudes toward the target language community and culture were investigated to find out any relationships with English achievement. Integrative or instrumental motivation in foreign military context was investigated to determine which motivation was more positively related to English proficiency. Cadets' responses were shown highly positive and internally consistent in most cases. Military cadets' attitudes toward American culture were statistically significant and could predict their English achievement. Even though integrative motivation was statistically significant, correlation with English achievement was low. However, instrumental motivation was not significant. This result implies that attitudes toward culture is an important factor in foreign language learning and integrative-instrumental motivation dichotomy might not be enough to explain specific context like cadets' English learning situation at Korea Army Academy at Youngcheon.

Differences in Attitudes between Korean and Chinese University Students Learning Korean in Korea (한국 대학생들과 한국에서 한국어를 배우는 중국 대학생들의 태도 차이)

  • Kim, Kyung-Hoon;Lim, Mi-Ran
    • The Journal of the Korea Contents Association
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    • v.10 no.3
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    • pp.436-443
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    • 2010
  • The purpose of this study is to investigate whether there are differences in three attitudes-attitudes toward English learning, attitudes toward American, and attitudes toward American culture between Korean and Chinese university students learning Korean in Korea. The subjects are 211 students, who are 101 Korean and 110 Chinese. Gardner(1985)'s AMTB questionnaire was administered to measure the learners' attitudes. And the collected data were analyzed by t-test to examine the differences between two groups. The results of this study showed that there were statistically very significant differences in attitudes toward English learning and there were significant differences in attitudes toward American between two groups. But there were no differences statistically in attitudes toward American culture between two groups. To make better learning environment for English learners, the differences in other affective variables between two groups need to be studied.

Factors influencing the English classes using a web-based bulletin board system (웹 게시판을 활용한 영어 수업에 영향을 미치는 요인분석 연구)

  • Kim, Jie-Young
    • English Language & Literature Teaching
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    • v.13 no.3
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    • pp.227-251
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    • 2007
  • The development and use of computer mediated communications (CMC) as a tool for teaching and learning English has grown considerably in recent years. The purpose of this study is to investigate factors related to learners' participation, achievement, and satisfaction in EFL classes using web-based bulletin boards. The total number of 77 university students participated in this study. Three domains and eight independent variables investigated in this study were a learner-related domain (attitudes toward CMC, intrinsic motivation, extrinsic motivation, attitudes toward writing), an interaction-related domain (student-student interaction, teacher-student interaction), and an environmental domain (physical support and design of the web site). In order to determine interrelation of variables correlation analysis and multiple regression analysis were used. The results of this study showed that the factors predicting a learner's participation were instrumental motivation, attitudes toward writing, and teacher-student interaction. The factors explaining a learner's achievement were learner's participation and attitudes toward writing, and the factors predicting a learner's satisfaction were integrative motivation, student-student interaction, teacher-student interaction, physical support and learner's participation.

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EFL Context and Learners' Affective factors in Korean Secondary Education

  • Park, Hae-Soon
    • English Language & Literature Teaching
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    • v.12 no.1
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    • pp.55-75
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    • 2006
  • This paper attempts to discuss the complex nature of social contexts regarding English language education in Korean middle school and to demonstrate the affective factors that should be considered to find appropriate approaches within the context. To do this, a questionnaire survey was conducted among 85 middle school students regarding learners' motivation, and attitudes toward EFL learning. Additionally, teachers in secondary school were asked about the general circumstances of English language education. Findings indicate that in spite of the participants' high instrumental motivation, they rather show a negative attitude toward English learning. This paper intends to raise practitioners' attention to the fact that the effect of learners' affective variables on EFL learning seems distinctive depending on the host country's EFL contexts.

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A Study on the Effectiveness of the Instructional Design for Further Interaction on English Learning in a CMC Based Language Learning Environment: Focusing on University General English Education (CMC기반의 영어학습 환경에서 상호작용 촉진을 위한 교수설계가 영어학습에 미치는 효과 : 교양 영작문 과목을 중심으로)

  • 정양수
    • Korean Journal of English Language and Linguistics
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    • v.3 no.2
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    • pp.281-308
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    • 2003
  • The purpose of this study is to determine the effects of CMC-based English learning. In this study, CMC components were found to provide circumstances of facilitating interactions between student-student and student-student-teacher, which enabled students to accomplish language learning tasks. Findings of this study are as follows: First, CMC based language learning experience helps students have positive attitudes toward their English language learning. Second, student-student-instructor interaction group outperformed other groups in academic achievement and class activity participation. Third, cooperative learning groups more actively participated in the class activity than the individual learning group resulting in better academic performances. These findings supported the fact that cooperative learning with CMC components are useful in bringing more class participation and positive attitude that were believed to foster language learning than other groups in traditional language learning environments. This study suggests that the instructor needs to use instructional design strategies helpful to facilitate active interactions between instructors and students in order to achieve better effectiveness of English learning in a CMC based learning environment.

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A Study on Repeating New Words: Korean Students' Learning and Attitudes

  • Son, Jung-Mi
    • English Language & Literature Teaching
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    • v.16 no.1
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    • pp.143-170
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    • 2009
  • The purpose of this experimental study is to investigate the effects of repeating vocabulary exercises on learning and retaining the meaning, the form, and the use of L2 words. To achieve this purpose, the data from the 87 participants who performed the assigned vocabulary exercises were collected immediately and two weeks later on their learning and retention of the target words. In addition, their attitudes toward the given vocabulary exercises were examined. The results show that the participants repeating exercises showed significantly better results in the immediate posttest, whereas no significant differences were found in the delayed posttest. Consequently, although the repetition effect influence positively on the learning of the target words, these effects are not maintained if they are not reinforced subsequently after the initial introduction to them. Most of the participants in this study identified the importance of repetition in learning new words and also noted that only one encounter with words was not enough for them to acquire the words fully.

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What Do Our Students and Teachers Believe about Grammar in EFL Context?

  • Suh, Jae-Suk
    • English Language & Literature Teaching
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    • v.10 no.1
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    • pp.23-52
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    • 2004
  • This paper investigated students' and teachers' attitudes toward L2 grammar in EFL learning context. In a study in which attitude was viewed as consisting of three different components such as cognitive, affective, and behavioral, questionnaire developed on the basis of such a view of attitude was used as a data collection method. The results of the study indicated that in general, both students and teachers were similar to each other in their attitude toward L2 grammar. Among the findings, most important, two groups were shown to fully understand the important role of grammar in L2 learning. Another finding was that despite the 6th national curriculum for English education, our English class was still dominated by grammar-centered instruction. Also it was shown that the way teachers had been taught L2 grammar had a considerable effect on the way they would instruct it in their future classes. Based on these findings, some suggestions were offered for effective grammar pedagogy in EFL context.

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A Path to Speaking Excellence: Exploring Causes and Effects among Speaking Barriers

  • Park, Chong-Won
    • English Language & Literature Teaching
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    • v.13 no.1
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    • pp.87-110
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    • 2007
  • Past studies conducted on the students' verbal participation both in and out of class have explored and identified variables affecting the process of learning to speak English. However, little is known about the causes and effects of these variables. A survey form developed from a previous study was administered to 468 university students taking English conversation classes from native speakers of English. To better understand the causes and effects of speaking barriers, path analysis was administered as the main tool of investigation. The results of the study indicate that familiarities toward NS (Native Speaker) teachers, learner faithfulness, che-myon, NS teachers' classroom management skills, and NS teacher's trustworthiness account for 50.72% of speaking grades. These factors are causally related to learner attitudes. However, with regard to speaking grades, all of the above factors except che-myon are also causally related with each other. Therefore, it was concluded that learner attitudes can be improved by minimizing che-myon, however, che-myon itself cannot be a predictor of speaking grades. To validate the findings of the study, related research work is discussed and implications are provided.

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Effects of English Programs in the Workplace on Employees' English Learning: A Case Study on In-Company English Programs in Korea (기업 내 영어 교육이 직장인의 영어 학습에 미치는 영향: 국내 대기업의 사내 영어 교육 프로그램 사례 연구)

  • Kim, Na-Young
    • Journal of Digital Convergence
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    • v.15 no.5
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    • pp.71-77
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    • 2017
  • This study examines the effects of in-company English programs on Korean employees' English learning. During the twelve weeks, 68 employees in Korea engaged in an English learning program in the workplace. Before and after the program, pre- and post-tests were conducted to see if their English proficiency improved. Pre- and post-surveys and interviews were also administered to understand how they perceived the program. Results show that the employees improved their English oral proficiency and their attitudes toward English learning positively changed, as a result of participating in the program. Also, the program appeared to be successful, meeting their needs. Given that little research has investigated the effects of in-company English learning, this study provides insights on the effectiveness of English programs in the workplace in Korea.

The University Students' Perceptions or Attitudes on the Use of AWE Program in English Writing (영어쓰기에서 AWE 프로그램 활용에 대한 대학생의 인식 및 태도 연구)

  • Im, Hee-joo
    • The Journal of the Korea Contents Association
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    • v.20 no.5
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    • pp.37-45
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    • 2020
  • The purpose of the study is to explore the perceptions or attitudes about utilizing the AWE(Automated Writing Evaluation), Grammarly in English writing. A total of 131 students who are in first grade and in beginner level participate in the study. As a research tool of the study, pre and post-surveys, pre and post-tests, and learning journals were collected and analyzed. The study was conducted for 15 weeks in the 2nd semester of 2019. According to the results, the findings are as follows. First, the students in the study had difficulty with English grammar and found it useful to get English feedback in English writing. Next, the students showed positive attitudes toward the use of Grammarly. It was helpful for English learning and assignment performance and showed high usefulness. Finally, Grammarly's effect showed a statistically significant result between the pre and post-tests. Based on the results some suggestions are as follows. First, let the students take some time with the program to use to operate. Second, teachers have to make the students understand that AWE's feedback is not always correct. Lastly, it should be provided with teachers' feedback.